Peaceful Problem Solvers Teacher Script

Introduction & Warm-Up (5 minutes)

Teacher: "Hello, [Student Name]! Today we’re going to learn how to be Peaceful Problem Solvers. That means we can fix disagreements with friends or classmates in calm, respectful ways."

Teacher: "Have you ever had a disagreement with a friend? Tell me what happened."

(Wait for the student’s response. Offer supportive prompts if needed: “What was the problem?” “How did you feel?”)

Teacher: "Thank you for sharing! Today, we’ll practice three important steps: identifying feelings, using “I” statements, and brainstorming solutions together."

Slide 1: Peaceful Problem Solvers

Teacher: "This slide tells us our goal: We’re going to learn peaceful conflict resolution skills in just one short lesson. Let’s get started!"

(Click to Slide 2.)

Slide 2: What Is Conflict Resolution?

Teacher: "Conflict resolution means solving disagreements in a peaceful way. We do three things:"

1. "Identify the problem."
2. "Talk about how you feel."
3. "Find a solution together."

Teacher (Sentence frame): "Conflict resolution is ________. Can you finish that sentence for me?"

(Student tries. Offer this prompt if needed: “Conflict resolution is solving problems without fighting.”)

Teacher: "Great! Now you know what conflict resolution means."

(Click to Slide 3.)

Slide 3: Identifying Feelings (5 minutes)

Teacher: "Next, let’s look at feelings. When we have a problem, it helps to know exactly how we feel. I’m going to name a situation, and you point to the feeling on the screen. Ready?"

Teacher: "Point to 😊 Happy if you feel happy when someone shares their snack with you."

(Wait. Then continue.)

Teacher: "Point to 😠 Angry if you feel angry when someone breaks your pencil."

Teacher: "Now your turn: Tell me one time you felt 😢 Sad. You can say, ‘I feel sad when…’"

(Support with sentence frame: “I feel sad when ______.”)

Teacher: "Awesome identifying feelings!"

(Click to Slide 4.)

Slide 4: Using “I” Statements (5 minutes)

Teacher: "We use “I” statements to share our feelings so others understand. Here’s the frame:"

I feel _______ when _______.
I need _______ so we can _______.

Teacher (Model): "I feel frustrated when you close the door suddenly because I need to hear the teacher’s instructions."

Teacher: "Now you try. Think of a time you felt frustrated. Use the frame: “I feel ___ when ___.”"

(Offer a word bank if needed: frustrated, angry, sad, happy.)

Teacher: "Excellent! You’re doing a great job using “I” statements."

(Click to Slide 5.)

Slide 5: Brainstorming Solutions (7 minutes)

Teacher: "Step 1: Think of the problem.
Step 2: List three possible solutions.
Step 3: Pick the best solution together."

Teacher (Model with sample): "Imagine your friend won’t share a crayon.

1. Ask to take turns.
2. Offer your friend a different color.
3. Ask the teacher for help.
   Which idea do you think is best?"
   
   
   

(Student answers. Praise correct thinking.)

Teacher: "Now it’s your turn. I’ll hand you an Activity Card with a new scenario. Read it, name how you feel, say an “I” statement, and then write three solutions on your worksheet."

*(Give Peaceful Problem Solvers Activity Cards and Peaceful Problem Solvers Worksheet).

Teacher: "Take your time. I’m here if you need help with words or ideas."

(Circulate, support sentence frames, offer visuals.)

Teacher: "Fantastic brainstorming!"

Conflict Resolution Game (5 minutes)

Teacher: "Let’s play our Conflict Resolution Game. Draw a new scenario card. Solve the problem by naming your feeling, using an “I” statement, and sharing your best solution."

*(Give Peaceful Problem Solvers Conflict Resolution Game).

Teacher: "Whenever you’re ready, explain your plan. I’ll give you feedback and cheer you on!"

(After student shares, offer praise: “Great job!” “I love how you said…”.)

Cool Down & Reflection (3 minutes)

Teacher: "You’ve worked hard today! Now let’s reflect. Here’s your Reflection Sheet. Write one thing you learned and set a goal for next time. For example: ‘I will use my “I” statement when I’m upset.’"

*(Hand out Peaceful Problem Solvers Cool Down Reflection Sheet).

Teacher: "Take a minute to write."

(Review student’s reflection.)

Teacher: "Thank you for sharing your goal. I’m proud of your hard work. Remember: identify feelings, use “I” statements, and brainstorm solutions. You’re a Peaceful Problem Solver! Great job today!"

(End of lesson.)

Peaceful Problem Solvers Worksheet

1. Identifying Feelings

Read each situation. Circle or write the feeling you would have.

1. A classmate teases you at recess. How do you feel?

1. You get a perfect score on a test. How do you feel?

1. Your little brother breaks your favorite toy. How do you feel?

2. Using “I” Statements

Use the sentence frame I feel ___ when ___ to tell about each situation.

1. A time you felt angry at school:
   I feel __________________ when _______________________

1. A time you felt sad at home:
   I feel __________________ when _______________________

1. A time you felt happy in class:
   I feel __________________ when _______________________

3. Brainstorming Solutions

Read the scenario. Answer the questions below.

Scenario: Your friend wants to borrow your art supplies, but you need them for a project.

1. What is the problem?

1. How do you feel?

1. Write an “I” statement for this situation:
   I feel __________________ when _______________________

1. List three possible solutions:
   a. ____________________________
   
   
   
   
   b. ____________________________
   
   
   
   
   c. ____________________________
   
   
   
   
2. Which solution will you choose? Why?

Great work! Remember to identify your feelings, use “I” statements, and think of peaceful solutions whenever conflicts come up.

Peaceful Problem Solvers Discussion Guide

Purpose

This guide offers teacher prompts and follow-up questions to support students as they explore conflict resolution skills: identifying feelings, using “I” statements, and brainstorming peaceful solutions.

General Guidelines

• Use clear, simple language and visual supports (see Peaceful Problem Solvers Slide Deck).
• Offer sentence frames and key vocabulary in the moment (refer to Peaceful Problem Solvers Script).
• Encourage full sentences and validate all responses with praise.
• Adjust pacing and scaffolds for IEP or 504 accommodations as needed.

1. Introduction & Warm-Up (5 minutes)

Prompt:

• “Have you ever had a disagreement with a friend? Tell me about it.”
  
  
  
  Follow-Up Questions:
• “What was the problem?”
• “How did that make you feel?”
• “What did you do next?”

Supports:

• Provide visuals of two people talking or an angry face.
• Use the frame: “I had a problem when _______.”

2. Identifying Feelings (5 minutes)

Prompt:

• “Point to how you feel when someone teases you at recess.”
• “Tell me one time you felt sad. You can say, ‘I feel sad when…’”
  
  
  
  Follow-Up:
• “Why did you feel that way?”
• “What does your face look like when you feel that?”

Supports:

• Display icons from slide 3: 😊 😢 😠 😨 😤
• Offer the sentence frame: “I feel ______ when ______.”

3. Using “I” Statements (5 minutes)

Prompt:

• “Here’s the frame: I feel ___ when ___. Can you try it?”
• “Say an ‘I’ statement for a time you felt frustrated at school.”
  
  
  
  Follow-Up:
• “How might the other person feel when they hear that?”
• “Why do we start with ‘I’ instead of ‘You’?”

Supports:

• Reference slide 4: “I feel ______ when ______.” / “I need ______ so we can ______.”
• Provide a word bank: angry, sad, happy, frustrated.

4. Brainstorming Solutions (7 minutes)

Prompt:

• “What is the problem in this card?”
• “Let’s list three solutions. What could you do?”
  
  
  
  Follow-Up:
• “Which idea do you like best? Why?”
• “How will you ask your friend to try that?”

Supports:

• Use Peaceful Problem Solvers Activity Cards.
• Guide with steps from slide 5: 1) think of the problem 2) list solutions 3) pick the best.

5. Conflict Resolution Game (5 minutes)

Prompt:

• “Draw a new scenario. Tell me how you feel, say your ‘I’ statement, and share one solution.”
  
  
  
  Follow-Up:
• “Great choice! How will you remember to use that next time?”
• “What else could help if that solution doesn’t work?”

Supports:

• Encourage use of visuals and sentence frames from earlier steps.
• Provide immediate, specific praise: “I like how you said…”

6. Cool Down & Reflection (3 minutes)

Prompt:

• “What is one thing you learned today?”
  
  
  
• “What is your goal for next time you have a disagreement?”
  
  
  
  
  
  
  Follow-Up:
• “How will you remind yourself to use your ‘I’ statement?”
• “Who could you practice with at school?”

Supports:

• Use Peaceful Problem Solvers Cool Down Reflection Sheet.
• Offer to write down the goal for the student if needed.

Remember: Keep the tone supportive and patient. Reinforce that mistakes are opportunities to learn and grow as peaceful problem solvers.

Peaceful Problem Solvers Activity Cards

Read each scenario. Then complete the four steps below:

1. What is the problem?
2. How do you feel?
3. Write an “I” statement.
4. List three possible solutions.

Card 1: Swings Mix-Up

Scenario: You’ve been waiting your turn on the swings. Your friend runs over and hops on without asking.

1. What is the problem?

1. How do you feel?

1. Write an “I” statement for this situation:
   I feel __________________ when _______________________

1. List three possible solutions:
   a. ____________________________
   
   
   
   
   b. ____________________________
   
   
   
   
   c. ____________________________
   
   
   
   

Card 2: Name-Calling

Scenario: A classmate calls you a name during group work that hurts your feelings.

1. What is the problem?

1. How do you feel?

1. Write an “I” statement for this situation:
   I feel __________________ when _______________________

1. List three possible solutions:
   a. ____________________________
   
   
   
   
   b. ____________________________
   
   
   
   
   c. ____________________________
   
   
   
   

Card 3: Lunch Seat Dispute

Scenario: You and another student both want the seat next to the window at lunch.

1. What is the problem?

1. How do you feel?

1. Write an “I” statement for this situation:
   I feel __________________ when _______________________

1. List three possible solutions:
   a. ____________________________
   
   
   
   
   b. ____________________________
   
   
   
   
   c. ____________________________
   
   
   
   

Card 4: Art Accident

Scenario: Your partner accidentally steps on your drawing and smudges your work.

1. What is the problem?

1. How do you feel?

1. Write an “I” statement for this situation:
   I feel __________________ when _______________________

1. List three possible solutions:
   a. ____________________________
   
   
   
   
   b. ____________________________
   
   
   
   
   c. ____________________________
   
   
   
   

Use these cards to practice identifying your feelings, expressing them clearly, and thinking of peaceful solutions to everyday conflicts!

Peaceful Problem Solvers Conflict Resolution Game

Materials

• Peaceful Problem Solvers Activity Cards
• Spinner divided into four categories:
  1. Talk It Out
  2. Offer a Compromise
  3. Ask for Help
  4. Take a Break
• Star tokens (optional) for tracking successful resolutions

Setup

1. Shuffle the Activity Cards and place them face down in a stack.
2. Prepare the spinner with the four solution categories.
3. Give the student a small pile of star tokens (5–10) for rewards.

How to Play (5 minutes)

1. The student draws the top Activity Card and reads the scenario.
2. Identify the problem and say how you feel (e.g., “I feel frustrated…”).
3. State an “I” statement using the frame:
   I feel _______ when _______.
4. Spin the spinner to select a solution category.
5. Think of and share one solution that matches the category:
   • Talk It Out: Say the words you would use to explain your feelings.
   • Offer a Compromise: Suggest a fair trade or shared solution.
   • Ask for Help: Name an adult or friend you could ask.
   • Take a Break: Describe how you’d calmly step away or pause.
6. If the solution fits the category, the student earns a star token.
   If not, they can try spinning again or choose another solution.
7. Continue drawing cards and spinning until time is up or cards run out.

Teacher’s Role & Supports

• Prompt with sentence frames and visuals as needed (see Peaceful Problem Solvers Slide Deck).
• Offer immediate, specific praise for correct identification of feelings, clear “I” statements, and category-appropriate solutions.
• For IEP/504 accommodations: reduce spinner options to two categories, allow extra think time, or provide a word bank of solution phrases.
• Keep track of tokens earned to celebrate progress and set goals for next practice.

Game Objective: Reinforce identifying feelings, using “I” statements, and generating peaceful solutions through a motivating, interactive format.

Peaceful Problem Solvers Answer Key

This answer key provides the correct answers, sample responses, and step-by-step reasoning for both the Peaceful Problem Solvers Quiz and Peaceful Problem Solvers Test. Use these to guide grading and to help students understand the reasoning behind each answer.

Quiz Answer Key

1. Which of the following best describes conflict resolution?
   Correct Answer: Solving disagreements in a peaceful way
   Reasoning:
   • Conflict resolution is defined as handling problems without fighting or ignoring them.
   • Option A involves fighting, B and D are negative strategies, so C is the clear choice.
2. A classmate teases you at recess. How do you feel?
   Correct Answer: Sad
   Reasoning:
   • Teasing is a negative action that typically causes hurt feelings.
   • Among the choices, “Sad” best matches being upset by teasing.
3. Which of these is the best way to start an “I” statement when you feel frustrated?
   Correct Answer: I feel frustrated when…
   Reasoning:
   • “I” statements always start with “I feel…” to own your emotions.
   • The other options begin with “You” or demands, which can sound blaming.
4. Write an “I” statement for the situation: Your friend takes your crayon without asking.
   Sample Response:
   “I feel upset when you take my crayon without asking.”
   
   
   
   Scoring Rubric:
   • Uses the frame I feel ___ when ___ (1 point)
   • Identifies an appropriate feeling (upset, mad, frustrated) (1 point)
   • Describes the triggering action (“you take my crayon without asking”) (1 point)
5. List two possible solutions to the problem: You and another student both want the seat next to the window at lunch.
   Sample Responses:
   a. “You can sit here today, and I’ll sit there, then we can switch tomorrow.”
   b. “Let’s flip a coin or ask the teacher to help us decide fairly.”
   
   
   
   Scoring Rubric:
   • Each reasonable solution earns 1 point (total up to 2 points).
   • Acceptable ideas include taking turns, asking an adult for help, offering a compromise, choosing a different seat, or flipping a coin.

Test Answer Key

1. Match each conflict resolution step with its description.
   Steps:Descriptions:
   A. Think of and agree on a fair outcome
   B. Express your emotions using an “I” statement
   C. Name what the issue isCorrect Matches:
   1 → C (Identifying the problem means naming the issue.)
   2 → B (Talking about feelings uses an “I” statement.)
   3 → A (Finding a solution is agreeing on an outcome.)
   
   
   Reasoning:
   • Step 1 is about naming the problem; that is description C.
   • Step 2 uses “I feel…” to share emotions; that is description B.
   • Step 3 is collaborative planning; that is description A.
   1. Identify the problem
   2. Talk about feelings
   3. Find a solution together
2. Which of these is a correct “I” statement?
   Correct Answer: I feel sad when you ignore me.
   Reasoning:
   • Starts with “I feel…,” identifies an emotion, and describes the trigger.
   • Other options either blame (“You make me…”) or are not full statements.
3. A friend accidentally spills paint on your artwork. How might you feel?
   Correct Answer: Sad
   Reasoning:
   • Accidents that damage your work cause disappointment or sadness.
   • Among the options, “Sad” is the closest emotional match.
4. Which option is NOT part of brainstorming solutions?
   Correct Answer: Ignore the situation
   Reasoning:
   • Brainstorming involves identifying the problem, listing possible solutions, and choosing one.
   • Ignoring the situation avoids the problem instead of solving it.
5. Write an “I” statement for this situation: Your partner steps on your game piece without asking.
   Sample Response:
   “I feel frustrated when you step on my game piece without asking.”
   
   
   
   Scoring Rubric:
   • Correct use of I feel ___ when ___ (1 point)
   • Appropriate feeling (frustrated, upset, annoyed) (1 point)
   • Clear description of the action (stepping on game piece) (1 point)
6. List three possible solutions to this scenario: You’ve been waiting your turn on the swings and your friend hops on without asking.
   Sample Responses:
   a. “Ask my friend to please wait their turn.”
   b. “Offer to let them swing for a minute, then switch back.”
   c. “Tell a teacher or playground supervisor if they won’t share.”
   
   
   
   Scoring Rubric:
   • Each reasonable solution earns 1 point (total up to 3 points).
   • Acceptable solutions include talking it out, offering a compromise, asking an adult for help, or taking a break to calm down.
7. In your own words, why is it important to use “I” statements when resolving conflicts?
   Sample Response (2–3 sentences):
   “Using ‘I’ statements helps me take responsibility for my feelings without blaming others. It lets the other person hear how I feel instead of getting defensive.”
   
   
   
   
   
   
   Scoring Rubric:
   • Mentions personal ownership of feelings (1 point)
   • Notes that “I” statements reduce blame or defensiveness (1 point)
   • Explains how this helps fix problems peacefully (1 point)

Total Points:

• Quiz: 10 points
• Test: 16 points

Use these keys and rubrics to give clear, consistent feedback. Praise students for any correct elements and guide them to refine their statements and solutions when needed.

Peaceful Problem Solvers Role-Play Scenarios

Project Overview

Students will work individually to create and perform a short skit that shows all three conflict resolution steps: identifying feelings, using an “I” statement, and brainstorming a peaceful solution. This project gives practice in scripting language supports and role‐playing real‐life conflicts.

Materials

• Peaceful Problem Solvers Activity Cards (choose or adapt a scenario)
• Peaceful Problem Solvers Script (for sample sentence frames)
• Role-play Planning Sheet (below)
• Optional props or simple objects to act out your scenario
• Reflection Sheet (at end)

Timeframe (30 minutes total)

• Planning & Script Writing: 15 minutes
• Rehearsal: 5 minutes
• Performance & Feedback: 5 minutes
• Reflection & Goal Setting: 5 minutes

Instructions

1. Choose Your Scenario
   Select one Activity Card or create your own everyday conflict (e.g., swings mix-up, name-calling).
2. Plan & Script
   Complete the Role-play Planning Sheet below. Write dialogue that:
   • Names the problem
   • Identifies the feeling
   • Uses an “I” statement
   • Brainstorms two or three solutions
3. Rehearse
   Practice with any props. Use visuals or the Script for language support.
4. Perform
   Present your skit to the teacher (or peer). Show: feeling, “I” statement, and chosen solution.
5. Feedback & Reflection
   Discuss what worked well. Then complete the Reflection Sheet.

Role-play Planning Sheet

Scenario Description:

Characters (who says what?):

Feeling(s) to Show:

I Statement (write full sentence):
I feel __________________ when _______________________

List Three Possible Solutions:
a. ____________________________

b. ____________________________

c. ____________________________

Chosen Solution & Final Dialogue (short script):

Reflection Sheet

1. What feeling did you express clearly in your skit?

1. Which “I” statement did you use, and how did it help?

1. What part of your performance could you improve next time?

1. My goal for using these skills in real life is:

Great job acting out a peaceful problem solver! Remember: identifying feelings, using “I” statements, and brainstorming solutions can help you in any conflict.

Peaceful Problem Solvers Cool Down Reflection Sheet

Use this sheet as your exit ticket to think about what you learned and set a goal for next time.

1. One thing I learned about solving conflicts peacefully is:

1. My goal for using these skills the next time I have a disagreement is:

1. To help me remember my goal, I will:

1. Who can I ask for help or practice with at school?

Great work today! Remember to identify your feelings, use “I” statements, and brainstorm peaceful solutions whenever conflicts come up.